PRIZE  ESSAY: 


Award  of  the  American  Institute  of  Instruction* 


WHAT  IS  THE  TRUE  FUNCTION 


OF  A 


NORMAL  SCHOOL? 


By  GEN.  T.  J.  MORGAN, 

Rhode  Island  State  Normal  School,  Providence,  R.  I. 


bg  orber  of  % §oarb  of  gl  hectors. 


BOSTON : 

WILLARD  SMALL. 

1 886. 


UNIVERSITY  OF 
ILLINOIS  LIBRARY 
AT  URBANA-CHAMPAIGN 
OAK  STREET 


WHAT  IS  THE  TRUE  FUNCTION  OF  A NORMAL 
SCHOOL  ? 

By  Thomas  J.  Morgan. 

In  this  paper  the  term  “ normal  school  ” is  used  as  a 
generic  term,  applicable  to  that  class  of  schools  in 
America  in  which  teachers  are  trained.  The  specific 
work  of  any  particular  school  must  be  determined  by 
any  peculiar  circumstances  that  condition  its  activities. 
This  discussion  undertaken  in  this  case  is  limited  to 
American  schools. 

The  plan  of  the  essay  is  as  follows  : An  introductory 
sketch  is  given  of  the  tout  ensemble  of  educational 
agencies,  in  order  to  bring  into  bold  relief  the  work  of 
the  school  teacher. 

Next,  with  a view  of  showing  the  function  of  the  nor- 
mal school,  an  outline  of  study  is  given,  a plan  of  a 
training  school  sketched,  the  special  function  of  the 
school  in  relation  to  the  profession  is  set  forth,  and  some 
considerations  are  offered  against  the  prevailing  custom 
of  doing  so  much  academic  work. 

Owing  to  the  peculiar  structure  of  our  government  we 
have  no  national  system  of  education,  such  as  obtains  in 
Prussia.  Each  State  has  its  own  system,  and  these  are 
by  no  means  alike.  It  is  consequently  impossible  to 
speak  of  the  American  system  of  education  except  by 
way  of  accommodation,  and  then  only  in  general 
terms. 


t 


4 mr.  Morgan’s  address. 

GENERAL  SURVEY. 

The  active  agencies  at  work  to  mould  our  national 
life  by  the  instrumentality  of  teaching,  and  which 
are  immediately  affected  by  the  normal  school,  are  the 
following : — 

1.  The  family.  The  child’s  first  teacher  is  the 
mother;  its  first  school,  the  nursery.  The  atmosphere 
of  the  home  life  is  a most  potent  factor  in  moulding  the 
child’s  character.  All  of  our  youth  must  graduate  from 
the  home  into  the  school,  where  their  career  will  be 
determined  by  the  influence  of  the  home. 

2.  The  idea  now  widely  obtains  that  it  is  necessary 
for  every  State  to  provide  the  rudiments  of  education 
for  the  whole  body  of  children  of  school  age.  The  Re- 
public, because  it  is  a republic,  — a government  of  the 
people,  and  by  the  people,  — must,  as  a matter  of  self- 
preservation,  see  to  it  that  the  essentials  of  good  citizen- 
ship, intelligence,  and  civic  virtue  shall  be  universally 
diffused.  To  secure  this  the  State  establishes  and 
maintains  at  public  expense  free  schools,  open  to  all. 
These  schools  comprise  the  district  (chiefly  ungraded), 
the  primary,  and  the  grammar  schools.  There  are  also 
many  private  schools  of  corresponding  grades. 

The  two  specific  ends  aimed  at  in  the  common  school 
should  be  the  awakening  of  the  faculties,  and  the  im- 
partation  of  that  knowledge  that  will  be  of  the  most 
practical  utility.  The  pupils  are  to  be  trained  for  free- 
dom and  for  usefulness.  Every  child  is  to  become  a 
producer,  and  not  a pauper ; a law-abiding  citizen,  and 
not  a criminal ; a respectable  member  of  society,  and 
not  a tramp  ; an  intelligent  voter,  and  not  a tool  for 
vdemagogues  ; a patriot,  and  not  a partisan. 


UNIVERSITY  OF  ILLINOIS  LIBRARY 

„ ]gi6 

GENERAL  SURVEY.  5 

There  is  a growing  sentiment  that  the  work  of  the 
common  school  should  be  made  in  the  highest  degree 
practical.  It  does  not  and  cannot  impart  a liberal  ed- 
ucatibn.  It  aims  at  immediate  practical  results,  rather 
than  at  culture.  The  mass  of  those  who  receive  its 
benefits  go  no  further  in  their  studies,  but  enter  at  once 
upon  life’s  duties,  which  means,  in  too  many  cases,  a 
mere  struggle  for  existence.  There  are  many  advocates 
of  some  sort  of  industrial  training  in  connection  with 
the  public  schools,  to  take  the  place,  in  some  degree  at 
least,  of  the  old  system  of  apprenticeship,  which  will 
give  to  the  laboring  classes  something  of  skill,  and  so 
relieve  their  toil  and  break  their  bondage.  Competi- 
tion, which  naturally  increases  with  the  growth  of  the 
population  ; division  of  labor  resulting  from  the  growing 
complexity  of  our  civilization,  and  the  tyranny  of  trades 
unions  dominated  largely  by  foreigners,  many  of  whom 
have  had  a technical  education  abroad,  — would  seem  to 
necessitate  some  practical  enlargement  or1  addition  to 
our  present  educational  agencies  for  the  masses. 

It  should  not  be  forgotten,  however,  that  the  higher 
grades  of  schools,  soon  to  be  mentioned,  are  largely 
recruited  from  the  district  and  grammar  schools.  The 
seeds  of  culture  sown  there  are  to  reach  their  maturity 
in  the  university.  The  door  of  every  country  school- 
house  should  open  towards  the  college. 

The  work  of  the  common  school  is  characterized  by 
its  elementary  nature,  its  thoroughness,  and  practical- 
ness. The  administration  of  a firm  and  wise  discipline, 
the  inculcation  of  good  principles,  the  formation  of  cor- 
rect habits,  the  awakening  of  a lofty  ideal  of  life  and 
duty,  and  the  development  of  a manly  character,  as  well 
as  the  awakening  of  mind  and  the  imparting  of  knowl- 


6 


mr.  Morgan's  address. 


edge,  enter  into  the  responsible  duties  of  the  common- 
school  teacher.  The  far-reaching  results  that  must  flow 
from  the  common-school  work  lend  to  it  great  dignity 
and  importance.  The  qualities  requisite  in  a common- 
school  teacher  are  good  natural  endowments,  an  estab- 
lished character,  a mastery  of  the  subjects  to  be  taught, 
skill  in  governing,  aptness  in  teaching. 

3.  Next  above  the  schools  just  described  are  a 
group  of  those  that  may  be  called  secondary.  They  are 
the  high  schools,  academies,  seminaries,  and  private  fit- 
ting schools.  Receiving  its  pupils  from  the  grammar 
schools,  the  high  school  attempts  to  do  a threefold 
work.  First,  to  complete  the  task  of  fitting  the  student 
for  the  duties  of  life,  by  giving  him  an  acquaintance 
with  the  elements  of  the  natural  sciences,  especially  in 
their  relation  to  the  arts  and  trades.  Its  mathematical 
drill  extends  to  algebra,  geometry,  and  surveying. 
Second,  it  seeks  to  impart  something  of  liberality  to  the 
culture,  by  giving  its  students  a knowledge  of  rhetoric, 
literature,  history,  English  composition,  etc.  And, 
third,  it  seeks  to  give,  to  those  who  desire  to  pursue  a 
college  course,  a preparation  that  will  fit  them  to  do  so 
with  ease  and  profit. 

There  are  several  open  questions  in  relation  to  the 
high  school ; for  example,  How  can  the  course  be 
modified  so  as  to  meet  the  varying  wants  of  the 
pupils  ? In  some  cases  the  high  school  already  em- 
braces at  least  three  so-called  departments : a boys' 
English  department,  a girls’  English  department,  and  a 
classical  department.  Should  the  industrial  idea  pre- 
vail, it  may  be  forced  to  still  further  differentiate  its 
work.  Another  question  is  in  regard  to  the  enlarge- 
ment of  the  course,  so  as  to  enable  those  who  cannot 


GENERAL  SURVEY. 


7 


pursue  a college  course  to  receive  in  the  high  school  as 
near  an  equivalent  therefor  as  possible.  Still  another 
of  great  moment  is  the  adjustment  of  the  high-school 
work  to  that  of  the  college. 

It  is  very  evident  that  the  requirements  for  those  com- 
petent to  fill  chairs  in  these  schools  must  increase  more 
and  more.  Broader  scholarship,  riper  experience,  and 
greater  weight  of  character  must  be  combined  with 
practical  skill  and  knowledge  of  life. 

4.  The  colleges  constitute  a third  grade  of  schools. 
These  embrace  a wide  range  of  diverse  institutions, 
some  founded  and  maintained  by  the  State,  others  es- 
tablished by  private  munificence.  Many  of  them  are 
scarcely  more  than  high  schools,  or  academies  ; others 
— like  Johns  Hopkins — are  universities. 

The  most  marked  feature  in  the  present  status  of  the 
older  and  stronger  colleges  is  their  development  into 
universities,  giving  greater  liberty  of  choice  and  larger 
range  of  studies.  The  methods  of  teaching  are  corre- 
spondingly changing.  Original  research,  lecturing,  and 
laboratory  work  are  increasingly  important. 

5.  Last  of  all,  and  completing  the  chain,  are  the 
various  technical  schools,  each  designed  to  train  stu- 
dents to  excel  in  some  chosen  calling  or  profession. 
The  law,  medical,  and  theological  schools,  the  military 
and  naval  academies,  the  art  schools  and  schools  of 
technology,  aim  to  give  a minimum  of  general  culture 
and  a maximum  of  special  instruction.  The  special 
fitness  of  a teacher  for  these  schools  is  his  grasp  of 
the  science  and  mastery  of  the  technique  or  art  of  his 
calling. 


8 


MR.  MORGAN  S ADDRESS. 


CONCLUSIONS  FROM  ABOVE  SURVEY. 

The  most  obvious  suggestions  arising  from  this 
hasty  survey  of  our  educational  agencies  are  the  follow- 
ing:— 

1.  Education  is  a very  complex  process,  and  in- 
volves the  co-operation  of  very  diverse  agencies. 

2.  All  these  agencies  — home,  school,  college,  uni- 
versity— are  parts  of  a great  scheme,  all  working 
toward  a common  end,  — to  fit  men  and  women  for  life  in 
general,  and  the  individual  for  his  particular  sphere. 
They  constitute  a solidarity,  and  what  affects  one 
affects  all.  They  act  and  react  upon  each  other. 

3.  There  is  a vast  aggregate  (say  300,000)  of  men 
and  women  who  may  be  classed  as  public  teachers,  — 
those  who  give  their  time  and  energies  wholly  or  chiefly 
to  this  work.  With  the  enormous  growth  of  our  popu- 
lation, this  number  is  steadily  increasing. 

4.  There  is  a rapid  increase  in  the  proportion  of 
female  teachers.  In  a prominent  Western  city  (small) 
almost  every  teacher  is  a woman.  The  great  mass  of 
normal-school  pupils  are  women.  In  thousands  of 
cases  the  only  school  training  ever  received  is  from 
women,  and  very  frequently  they  themselves  have  never 
been  taught  by  men. 

5.  The  most  momentous  question  which  now  con- 
fronts the  American  people  is  that  of  public  education. 
All  other  considerations  are  subordinate  to  this.  The 
nation  is  committing  its  very  existence,  as  well  as  its 
highest  weal,  into  the  hands  of  its  school  teachers. 
These  considerations  lead  naturally  to  the  discussion 
of  the  question  of  the  true  function  of  the  normal 
school. 


PROFESSIONAL  STUDY. 


9 


The  vast  and  increasing  number  of  persons  demanded 
as  teachers  in  our  public  and  private  schools,  and  the 
wide  influence  exerted  by  them,  call  for  careful  consid- 
eration of  the  means  for  securing  those  best  qualified 
for  teaching.  In  the  opinion  of  very  many  the  normal 
school  is  the  best  agency  yet  devised  for  fitting  teach- 
ers for  their  especial  work.  What,  then,  is  the  true 
function  of  the  normal  school  ? The  general  reply  is  at 
hand  : the  normal  is  a professional  school  whose  dis- 
tinctive work  is  to  prepare  men  and  women  to  teach. 

COURSE  OF  PROFESSIONAL  STUDY. 

But  the  question  demands  a more  specific  answer, 
which  will  be  furnished  in  part  by  outlining  a course  of 
study,  which,  subject  to  modifications,  would  best 
meet  the  wants  of  candidates  for  the  profession  of 
teaching. 

Anthropology • The  teacher’s  business  is  to  care  for, 
develop,  train,  and  instruct  children  and  youth.  That 
which  underlies  all  his  work,  and  renders  any  intelligent 
performance  of  his  duties  possible,  is  a knowledge  of 
the  child-nature. 

i . He  needs  to  know  physiology.  Education  neces- 
sarily has  to  do  largely  with  the  body.  Not  only  is  the 
ideal  goal,  sana  mens  in  sano  corpore , but  all  the  pro- 
cesses of  mental  and  moral  culture  are  dependent  upon 
physical  conditions.  The  teacher  needs  a thorough 
knowledge  of  the  structure  of  the  body  and  of  the  laws 
of  hygiene.  The  questions  of  ventilation,  heat,  exer- 
cise, overwork,  recreation,  are  so  vital  that  nothing  save 
careful,  special  investigation  of  them,  in  their  direct 
practical  relation  to  school  teaching,  can  insure  even 
an  ordinary  regard  for  the  pupils’  physical  well-being. 


io  mr.  Morgan’s  address. 

If  any  other  considerations  were  needed  to  enforce 
this  requirement,  it  may  be  found  in  the  fact  that  many 
of  the  simplest  laws  of  hygiene  are  constantly  violated 
in  schools  of  all  grades,  and  that  school-life,  which 
should  result  in  physical  robustness-,  produces  multi- 
tudes of  physical  wrecks. 

2.  The  teacher  needs  to  know  psychology.  The 
watch-maker  must  know  the  internal  structure  of  the 
watch ; the  engineer,  that  of  the  engine.  So  the  teacher 
needs  to  be  especially  versed  in  the  mental  constitution. 
Teaching,  whether  regarded  as  a process  of  drawing 
out  the  intellectual  powers  or  as  imparting  knowledge, 
is  conditioned  upon  the  laws  of  mental  growth  and 
assimilation.  No  teaching  can  be  successful  that  does 
not  comply  with  these  laws.  There  may  be  good 
teachers  who  have  never  made  a formal  study  of 
psychology,  apart  from  their  observations  upon  their 
scholars  and  their  unsystematic  reflections  upon  the 
facts  observed.  A careful  study  of  the  science  of  the 
mind,  before  entering  upon  the  work,  would,  however, 
have  greatly  facilitated  it,  saved  them  from  mistakes, 
and  spared  their  pupils  the  inconvenience,  and  often- 
times injury,  of  being  experimented  upon.  The  human 
mind  has  a very  complex  organization,  and  the  laws  of 
its  development  can  be  understood  only  by  careful 
study.  The  special  fitness  of  particular  studies  for  the 
training  of  mental  powers  is  apparent  only  by  surveying 
the  powers  to  be  developed,  in  close  connection  with 
the  studies  designed  to  develop  them. 

The  remedy  for  the  one-sidedness  of  education,  result- 
ing from  the  too  common  method  of  cramming  the 
memory,  can  only  be  found  by  such  a study  of  the  human 
mind  as  will  bring  into  bold  relief  the  various  powers, — 


PROFESSIONAL  STUDY. 


II 


perception,  memory,  imagination,  the  thinking  and  rea- 
soning faculties,  in  their  mutual  relations. 

3.  The  course  should  include  a study  of  the  ethical 
nature.  The  human  being  is  capable  of  the  most  varied 
affections,  appetites,  desires,  emotions,  etc.  He  has  a 
conscience  and  a will.  His  happiness  and  his  useful- 
ness depend  upon  the  proper  unfolding  of  these  powers. 
He  is  to  grow  up,  not  to  a life  of  selfish  indulgence,  but 
to  be  a member  of  a community,  considerate  of  the 
rights  of  others.  The  teacher  who  would  train  this  being 
for  the  proper  performance  of  all  his  social  duties,  and 
the  enjoyment  of  all  his  privileges,  must  make  a careful 
study  of  the  laws  of  his  moral  growth,  strive  to  form 
correct  habits,  and  to  unfold  a high  order  of  moral 
character. 

His  study  of  ethics  may  include  also  an  investigation 
into  that  body  of  accepted  moral  truth  recognized  by  all 
as  essential  to  the  regulation  of  mutual  intercourse  in 
society. 

The  teacher  is  to  influence  his  pupils  chiefly  by 
moral  power,  the  plying  of  right  motives.  He  will  be 
greatly  aided  in  this  by  a study  of  the  child’s  heart,  and 
an  examination  of  the  fundamental  principles  of  right 
government. 

4.  This  group  of  studies  pertaining  to  man  is  not 
complete  without  logic.  This  is  essentially  psycholo- 
gical. The  laws  of  right  thinking  are  quite  as  important 
as  the  laws  of  right  feeling.  The  highest  outcome  of 
intellectual  education,  on  its  practical  side,  is  the  power 
to  think  profoundly,  and  with  ease  and  pleasure.  To 
analyze,  compare,  reason,  form  just  judgments,  enter 
largely  into  the  practical  duties  of  life.  There  may  be 
correct  thinking  without  the  study  of  formal  logic,  just 


12 


MR.  MORGAN  S ADDRESS. 


as  there  may  be  correct  speaking  without  formal  gram- 
mar, and  elegant  expression  without  rhetoric.  But 
grammar  and  rhetoric  are  acknowledged  to  be  in  a high 
degree  helpful,  when  properly  studied,  to  a correct  and 
elegant  use  of  the  mother-tongue.  So  logic,  both  as 
a science  and  an  art,  may  be  so  taught  as  to  greatly 
aid  in  securing  skill  in  detecting  fallacy  and  error,  in 
investigating  truth,  and  in  properly  arranging  thoughts 
for  the  greatest  effectiveness. 

A special  reason  for  teaching  logic  in  normal  schools 
is  its  relation  to  methods.  The  proper  division,  ar- 
rangement, classification,  and  presentation  of  a subject 
are  simply  so  many  forms  of  applied  logic.  The  suita- 
ble teaching  of  every  subject,  the  definitions  in  geogra- 
phy, the  inductions  in  natural  science,  deductions  in 
geometry,  analyses  of  sentences  in  grammar,  exam- 
ination of  literature,  construction  of  essays,  all  depend 
upon  a practical  knowledge  of  correct  thinking,  or  logic. 

These  anthropological  studies  that  have  been  named 
as  the  basis  of  a normal-school  curriculum  might  be  sup- 
plemented in  advanced  courses  by  inquiries  into  ethnol- 
ogy and  sociology,  and  whatever  else  would  throw  light 
upon  man  as  an  educable  being.  These  studies  per- 
taining to  man  are  pursued  in  all  colleges  and  many 
high  schools.  But  instruction  in  them  in  the  normal 
school  should  be  thorough,  comprehensive,  and  with 
constant  reference  to  their  pedagogical  bearing. 

If  those  who  enter  the  normal  school  could  be  thor- 
oughly well  informed  in  the  facts  of  physiology,  psychol- 
ogy,  ethics,  and  logic,  as  a condition  of  entrance,  it 
would  be  all  the  better  for  them  ; the  time  could  be 
spent  in  exhibiting  the  significance  and  use  of  those 
facts  in  the  work  of  education. 


PEDAGOGY. 


*3 


PEDAGOGY. 

This  group  of  studies  should  be  followed  by  an- 
other, which  may  be  termed  pedagogical.  This  con- 
sists of  : — 

I.  An  inquiry  into  the  philosophy  of  education.  Edu- 
cation, considered  as  development,  is  simply  evolution, 
or  an  unfolding  to  maturity  of  activity  and  strength  of 
all  the  powers  of  the  human  being.  It  differs  from 
evolution  in  matter,  as  in  the  tree  or  animal,  in  this  : 
in  man  it  is  the  result  of  conscious  effort  on  the  part  of 
the  individual.  All  psychological  growth  is  conditioned 
upon  exercise.  All  education,  therefore,  must  be  self- 
education.  It  is  evolution  from  within.  It  is  a process 
self-originated,  self-directed,  and  terminates  in  self. 
The  function  of  the  teacher  is  chiefly  that  of  supplying 
the  external  conditions  for  the  maintenance  of  the 
native  energies,  the  protection  of  them  from  unhealthy 
employment  and  dissipation,  and  the  furnishing  of  the 
opportunities  for  their  exercise. 

The  child’s  ' individuality  and  freedom  should  be 
sacredly  respected.  All  educational  processes  are  to 
be  based  on  a careful  study,  not  only  of  child-nature  in 
general,  but  also  of  the  idiosyncrasies  of  the  individual 
pupil.  Education  seeks  primarily  the  formation  of 
right  habits,  — physical,  mental,  and  moral.  Its  pur- 
pose is  to  put  the  child  en  rapport  with  his  environment, 
nature,  society,  God.  Every  child  is  a man  in  minia- 
ture, a possible  type  of  the  race,  capable  under  educa- 
tion of  attaining  an  exalted  degree  of  capacity  for 
enjoyment,  and  power  of  performance.  The  ideal  good 
in  education  is  to  put  within  the  range  of  every  individ- 
ual, without  regard  to  sex  or  social  status,  the  attain- 


14 


mr.  Morgan’s  address. 


ment  of  noblest  possibilities.  It  is  to  enable  each 
one  to  make  the  most  of  himself  for  time  and  for 
eternity. 

The  philosophy  of  education  necessarily  embraces 
such  questions  as  physical  training,  college  sports,  and 
school  amusements,  the  co-education  of  the  sexes,  in- 
dustrial education,  courses  of  study,  and  all  other  mat- 
ters that  pertain  to  the  broad  subject  of  the  completest 
unfolding  of  man  in  his  entirety,  and  his  fullest  equip- 
ment for  duty  and  privilege  here  and  hereafter.  It 
sweeps  the  whole  field  of  educational  endeavor,  public 
and  private,  in  all  its  grades  and  stages ; comprehends 
all  its  aims,  means,  motives,  and  agencies,  and  seeks 
to  secure  the  highest  results  for  all  concerned. 

II.  A history  of  education.  Much  is  to  be  learned 
as  to  both  the  philosophy  of  education  and  methods  of 
teaching  by  studying  the  systems  of  education  that 
have  been  formulated,  the  theories  that  have  been  pro- 
mulgated, and  the  methods  recommended  and  followed 
by  those  who  have  wrought  on  this  great  question  in 
past  ages.  Nothing,  perhaps,  so  liberalizes  the  mind 
of  the  teacher  as  the  intelligent  study  of  the  words  and 
ways  of  such  men  as  Locke,  Ascham,  Rousseau,  Come- 
nius,  Pestalozzi,  Froebel,  and  Spencer. 

III.  Didactics , or  the  principles  of  teaching.  There 
has  come  to  be  recognized  a very  considerable  body  of 
principles  or  first  truths,  regulative  in  their  character,  and 
very  suggestive  and  helpful  to  the  young  pedagogue. 
To  analyze  these,  discuss  them,  trace  them  in  theii 
origin  and  follow  them  to  their  practical  issue,  are  a 
valuable  exercise.  Some  of  these  aphorisms  may  be 
instanced  : — 


PEDAGOGY. 


IS 

1.  Exercise  is  the  fundamental  law  of  growth. 

2.  Each  faculty  must  be  exercised  in  accordance 
with  its  own  laws  of  unfolding. 

3.  The  chief  aim  of  all  primary  teaching  is  mental 
development. 

4.  Nothing  should  be  done  for  a. child  that  he  can 
be  led  to  do  for  himself. 

5.  Interest  on  the  part  of  the  pupil  is  the  sine  qua 
non  of  all  satisfactory  progress. 

6.  There  is  a proper  order  for  the  development  of 
the  faculties,  which  in  general  statement  is,  first,  the 
perceptive  faculties,  then  the  memory,  power  of  lan- 
guage, imagination,  and  last  of  all,  the  reasoning 
powers. 

7.  The  studies  to  be  taught  should  be  chosen  with 
reference  to  especial  ends. 

8.  They  should  be  adapted  to  the  age  and  attain- 
ments of  the  pupil. 

9.  In  the  early  stages  of  a liberal  education,  the 
studies  are  chiefly  disciplinary,  and  teachers  should  so 
use  them.  All  should  be  so  correlated,  however,  that 
one  will  lead  naturally  to  another,  and  together  form 
a system. 

10.  In  the  later  stages  of  education,  whether  long 
or  short,  some  reference  should  be  had,  in  selecting  the 
studies  to  be  pursued,  to  the  future  occupation  of  the 
student. 

IV.  Methodology . Didactics  has  to  do  with  training 
or  development,  while  methodology  investigates  the 
laws  of  instruction,  or  impartation  of  knowledge.  Di- 
dactics discusses  the  laws  of  growth ; methodology,  the 
laws  of  unfolding  truth.  Didactics  has  to  do  with  mind  ; 
methodology,  with  matter.  Didactics  is  concerned  with 


1 6 mr.  Morgan’s  address. 

drawing  out ; methodology,  with  putting  in.  They  often 
run  parallel,  and  are  sometimes  confounded,  yet  they 
are  really  distinct  in  their  province  of  inquiry,  separate 
in  thought,  and  should  be  discussed  apart.  Method- 
ology includes  a discussion  of  isolated  principles,  or 
fundamental  truths,  and  also  of  the  systems  founded 
upon  them.  Among  the  subjects  treated  under  method- 
ology may  be  mentioned,  — 

1.  The  kindergarten.  This  is  really  a system  or 
method  devised  by  Froebel  to  initiate  in  the  mother’s 
arms,  and  in  the  nursery,  the  work  of  child  culture. 

2.  Objective  teaching.  The  first  stages  of  all  edu- 
cation should  be  experimental.  When  the  child  has 
acquired  the  power  of  gaining  knowledge  readily  and 
accurately  without  helps,  then  objects  hinder  instead 
of  aid. 

3.  The  topical  method  of  presentation  is  to  be  fol- 
lowed as  soon  as  the  attainments  of  the  pupil  will 
justify  it. 

4.  The  art  of  questioning  constitutes  a very  impor- 
tant element  in  all  methods  of  instruction  where  recita- 
tion is  used. 

5.  Analysis  and  synthesis,  induction  and  deduction, 
the  study  of  words  and  the  study  of  things,  thought 
and  expression,  knowing  and  doing,  memory  and  rea- 
son, should  as  far  as  possible  go  hand  in  hand.  They 
should  never  be  violently  severed. 

6.  The  text  (or  reference)  book  and  oral  teaching 
should  supplement  each  other. 

7.  For  the  higher  grades  of  instruction  the  lecture 
system  has  special  advantages. 

8.  Laboratories,  apparatus,  and  illustrative  museums 
are  helpful  in  all  stages  of  instruction. 


PEDAGOGY. 


l7 


9.  The  pupil  is  to  be  incited  at  every  stage  of  his 
progress  to  independent  research,  observation,  experi- 
ment, verification,  thought,  etc. 

10.  In  general,  we  are  to  proceed  from  the  concrete 
to  the  abstract,  simple  to  complex,  the  part  to  the  whole, 
and  vice  versa , and  from  known  to  unknown. 

V.  Methods . After  this  general  survey  of  method- 
ology, or  rather  in  connection  with  it,  instruction  should 
be  given  in  the  method  of  teaching  special  subjects, 
such  as  form,  color,  size,  weight,  number,  place,  time, 
and  language,  to  young  children.  Reading,  writing, 
spelling,  drawing,  plants,  and  animals  for  those  older. 
Arithmetic,  grammar,  rhetoric,  geography,  literature, 
history,  the  natural  sciences,  etc.,  for  advanced  grades. 

While  it  may  be  that  there  is  no  one  method  to  be 
followed  in  teaching  any  subject,  every  subject  is  best 
taught  by  a method,  and  he  is  most  likely  to  find  the 
best  method  who  diligently  and  intelligently  seeks 
for  it. 

VI.  School  economy.  The  student  who  has  a clear 
idea  of  the  nature  of  the  being  to  be  educated,  and 
the  character  and  method  of  the  education,  is  prepared 
to  consider  the  organization  of  the  school,  the  making 
of  a programme,  the  keeping  of  records,  the  adminis- 
tration of  discipline,  the  legal  rights  and  limitations  ol 
the  teacher.  For  an  advanced  grade  of  students  it 
would  be  proper  to  discuss  the  building  and  furnish 
ing  of  schoolhouses  ; heating,  lighting,  and  ventilating , 
duties  of  school  officers,  including  superintendents  ; the 
grading  of  schools,  school  systems,  etc.  In  short,  what- 
ever pertains  to  the  administration  of  our  complex 
school  system  would  furnish  suitable  topics  for  this 
course. 


1 8 mr.  Morgan’s  address. 

Before  leaving  this  branch  of  my  theme,  let  me  say 
that  it  would  not  be  necessary,  or  even  desirable,  per- 
haps, that  each  class  should  pursue  this  entire  course. 
It  would  be  sufficient  if  the  normal  schools  could  give 
such  instructions  in  the  great  fundamentals  as  would 
set  students  thinking,  and  so  teach  them  that  in  all 
these  questions  they  would  be  likely  to  reach  right 
conclusions.  Thus  their  influence  could  not  fail  to  be 
profound,  far-reaching,  and  healthful.  It  would  eventu- 
ally pervade  the  entire  teaching  force  of  the  country. 

It  will  thus  be  seen  that  great  stress  is  laid  upon  the 
thought  that  one  great  function  of  the  normal  school  is 
to  formulate  a body  of  educational  doctrine.  Perhaps 
nowhere  more  than  in  teaching  is  seen  the  power  of 
truth.  Any  reform  in  educational  ideas  or  methods 
becomes  effective  only  when  they  become  controlling 
forces  in  the  teachers.  At  no  time  are  teachers  so  im- 
pressible, so  open  to  receive  truth,  as  during  that  for- 
mative period  of  preparation  when  they  give  themselves 
up  to  be  taught.  When  rightly  taught  as  above,  they 
will  be  aggressive,  independent,  and  wisely  conservative. 

It  is  worthy  of  especial  consideration  that  the  problem 
of  education,  while  old  and  involving  invariable  ele- 
ments, is  essentially  a new  problem,  to  be  worked  out 
by  each  new  generation  in  its  own  way.  On  its  practi- 
cal side,  education  is  the-  training  of  the  individual  for 
citizenship ; that  is,  for  the  successful  discharge  of 
the  particular  duties  of  his  special  station  in  life.  But 
a man’s  duties  are  determined  by  his  environment; 
that  is,  by  the  demands  of  the  ever-changing  civilization 
amidst  whose  influences  he  lives  and  labors. 

Educational  doctrine  must  embrace  not  only  the  un- 
changeable element  of  man’s  nature,  but  also  the 


PRACTICE  SCHOOLS. 


*9 


changeable  elements  of  the  life  of  which  he  makes  a 
part,  and  normal  schools  must  recognize  these  truths 
in  their  teaching. 

PRACTICE  SCHOOLS. 

Along  with  this  professional  instruction,  the  work  of 
next  highest  importance  to  be  done  by  the  normal 
school  is  to  train  its  pupils  in  the  actual  work  of  teach- 
ing. There  is  a science  of  teaching,  and  any  person 
will  be  a better  teacher  if,  before  entering  upon  his 
work,  he  masters  at  least  the  rudiments  of  that  science. 
The  more  familiar  he  is  with  these  elements,  the  more 
easily  can  he  apply  them  in  his  work  in  the  school- 
room. 

But  teaching  is  no  less  an  art,  in  which  the  highest 
success  is  attainable  only  through  practice.  Experience 
is  the  verifying  process  that  must  make  evident  to  him 
the  truth  of  his  philosophy.  Under  a wise  system  of 
teaching  under  criticism,  pupils  may  very  greatly  expe- 
dite the  matter  of  acquiring  both  experience  and  skill. 
A student  is  better  prepared  for  the  independent  work 
of  the  school-room  by  even  a few  weeks’  preliminary 
handling  of  classes.  As  difficulties  and  perplexities 
occur,  they  are  referred  to  the  master  for  solution,  mis- 
takes are  corrected,  and  excellences  are  acknowledged 
and  commended.  By  this  means,  it  should  be  noted 
that  the  schools  would  not  only  be  saved  in  a measure 
from  the  blunders  of  inexperienced  teachers,  but,  what 
is  a matter  of  the  highest  importance,  they  would  be 
permanently  spared  the  infliction  of  those  who  by  this 
testing  process  are  found  wanting  in  the  essential  ele- 
ments of  success  as  teachers,  and  are  refused  certificates, 
and  advised  to  seek  other  callings. 


20 


mr.  Morgan’s  address. 


How  the  normal  school  shall  supply  the  need  of  train- 
ing, and  so  fulfil  this  important  function,  is  a mooted 
question.  Several  methods  are  followed.  One  is  to 
allow  the  under-graduates  or  pupil-teachers  to  teach 
under  the  eye  of  a head  teacher,  who  has  the  chief  re- 
sponsibility for  the  discipline  and  progress  of  the  class. 
Another  is  to  assign  pupil-teachers  to  particular  classes 
for  definite  periods  of,  say,  ten  weeks,  and  hold  them 
responsible  for  arranging  the  work,  instructing  the 
classes,  and  maintaining  discipline.  Their  work  is  fre- 
quently inspected  by  their  appointed  critics,  and  their 
failures  and  successes  are  pointed  out.  This  system 
varies  widely  in  some  of  its  details.  For  example,  in 
some  schools  no  teaching  is  done  until  the  pupil  has 
finished  his  professional  studies.  In  others  the  study 
of  method  and  practice  in  teaching  go  together.  An- 
other method,  wholly  distinct  from  this,  is  to  call  upon 
the  pupils,  each  in  his  turn,  to  teach  his  own  class.' 

It  is  not  my  purpose  here  to  criticise  these  various 
plans.  It  is  sufficient  to  say  that,  in  my  judgment, 
formed  after  a somewhat  varied  experience  and  wide 
observation,  a practice  school  is  an  essential  factor  in  a 
complete  normal  school ; that  pupil-teachers  derive  an 
mvaluable  experience  by  teaching  veritable  children, 
and  actually  exercising  authority  for  a continuous  series 
of  months  ; and  that  under  proper  supervision  this  can 
be  done  without  detriment  to  the  children. 

THE  MODEL  SCHOOL. 

A third  great  part  of  normal-school  work  is  to  em- 
body and  exhibit  the  highest  type  of  a school.  It  should 
be  a model  school.  The  grounds,  buildings,  furnishings, 
apparatus,  cabinets,  libraries,  the  classification,  instruc- 


CHARACTER  BUILDING. 


21 


don,  and  discipline,  should  be  of  the  highest  order. 
The  faculty  should  represent  the  last  best  word  in  the 
educational  world,  be  ever  on  the  alert  to  catch  the 
newest  theory,  and  to  adopt  and  hold  fast  that  which  is 
good.  The  school,  in  order  that  it  may  be  a complete 
object-lesson,  should  embrace  the  kindergarten,  the 
primary,  intermediate,  grammar,  and  high  school  grades. 
There  are  several  reasons  for  such  a school.  First,  it  is 
a complement  to  the  philosophic  ideal,  showing  that 
what  ought  to  be,  may  be.  Second,  it  enables  the  pupil- 
teachers  to  become  familiar,  by  actual  participation  in 
the  daily  life  of  such  a school,  with  the  best  principles 
of  government  and  methods  of  teaching.  Third,  such 
a school  is  an  object-lesson  of  great  value  to  the  general 
public,  putting  before  them  in  concrete  and  impressive 
form  the  new  education. 


CHARACTER  BUILDING. 

^The  great  fact  should  not  be  overlooked  that  the 
normal  school  is,  first  of  all,  a school,  a seminary  of 
learning  not  only,  but  a place  for  character  building. 
It  is  so  to  train  the  pupils — the  future  teachers  — as 
to  repress  the  evil  and  foster  the  good  in  their  lives ; to 
form  habits  of  system,  punctuality,  industry,  self-con- 
trol, independence,  thoughtfulness,  moral  earnestness, 
etc.,  so  that  they  shall  be  prepared  to  teach  by  example 
as  well  as  by  precept,  by  their  lives  as  by  their  words. 

The  most  forceful  fact  in  the  teacher’s  work  is  his 
personal  character.  What  he  is,  what  he  loves,  what  his 
ideals  are,  what  he  thinks,  by  what  motives  he  is  gov- 
erned, what  company  he  keeps,  what  books  he  reads, 
even  what  his  amusements  are,  all  enter  vitally  into  his 


22 


mr.  Morgan’s  address. 


work  as  a fashioner  of  youthful  minds  and  manners. 
The  normal  school,  by  wise  methods,  inculcates  noble 
principles,  holds  up  for  imitation  the  best  examples  of 
the  teacher,  and  strives  to  create  in  the  minds  of  its 
pupils  an  ideal  of  the  schoolmaster  toward  which  they 
are  ever  to  aim. 


A PROFESSIONAL  SPIRIT. 

Even  a cursory  glance  at  the  relation  which  teaching 
sustains  to  the  well-being  of  humanity,  and  the  progress 
of  the  race  in  all  that  is  good  in  personal  character, 
domestic  and  social  life,  art,  science,  industry,  govern- 
ment, philosophy,  and  religion,  shows  that  it  ranks  along 
with  the  highest  of  human  callings.  Luther  said,  “ If  I 
were  not  a preacher,  I would  be  a teacher.”  Teaching 
should  stand  high  among  the  professions.  It  should  be 
rigorous  in  its  exactions  of  the  requirements  of  those 
who  seek  to  enter  it,  lay  special  stress  upon  character, 
learning,  and  largeness  of  soul,  and  jealously  exclude 
the  unworthy  and  the  incompetent.  It  should  allure  to 
its  ranks  the  noblest  spirits,  by  offering  the  best  facili- 
ties for  the  prosecution  of  their  chosen  work,  suitable 
recompense  for  faithful  service,  social  recognition,  and 
a reasonable  certainty  of  fixed  tenure  of  office,  so  long 
as  the  work  is  efficiently  performed. 

Normal  schools,  properly  equipped  and  ably  managed, 
having  before  them  the  one  distinct  object  of  training 
men  and  women  for  this  high  office,  do,  by  their  very 
existence,  call  attention  to  the  difficulty,  importance,  and 
dignity  of  the  profession.  By  the  philosophy  which 
they  teach,  the  methods  they  pursue,  the  standard  of 
requirement  for  admission,  the  elimination  of  the  in- 
competent, the  dismissal  of  the  unworthy,  and  especially 


EDUCATION  IDENTICAL. 


2 3 


by  constantly  adding  to  the  number  of  those  thoroughly 
fitted  for  good  service,  the  normal  school  awakens  a 
professional  spirit  — a philosophic,  philanthropic,  pa- 
triotic spirit  — in  those  who  give  themselves  to  this 
high  calling,  not  as  a means  of  livelihood,  a dernier  resort , 
but  as  to  a noble  life  work,  to  which  they  may  worthily 
devote  all  their  energies  and  attainments. 

THE  PROCESS  OF  EDUCATION  IDENTICAL. 

Much  mischief  has  resulted  from  violently  separating 
education  into  distinct  stages.  The  process  of  educa- 
tion is  an  identical  one,  the  same  throughout  all  its 
progress  from  the  cradle  to  the  college.  It  is  the  same 
mind  taking  its  initiative  lessons  as  it  learns  to  recog- 
nize its  mother’s  smile,  which  later  pursues  its  investi- 
gations by  peering  into  the  heavens  through  the  tele- 
scope, deciphers  monumental  inscriptions,  or  searches 
into  the  deep  things  of  religion.  The  same  laws  gov- 
ern its  growth  and  acquisitions  throughout.  Philosophy 
of  education  embraces  the  whole  scheme  of  psychical 
evolution,  and  recognizes  it  as  subject  to  the  same  gen- 
eral laws  of  didactics  and  methodology.  Formerly  it 
seemed  to  be  thought  that  any  one  could  teach  children, 
and  that  without  special  preparation.  Now  the  drift  of 
public  sentiment  seems  to  be  that  only  primary  teachers 
need  a professional  training. 

PROFESSIONAL  TRAINING  FOR  ALL  TEACHERS*. 

The  truth  seems  to  be  that,  in  order  to  attain  the 
highest  results,  all  who  teach,  whether  in  the  home,  the 
school, or  the  college,  need  a special  training  for  the  work. 


24 


MR.  MORGAN  S ADDRESS. 


The  lecturer  in  the  university,  the  professor  in  the  col- 
lege, the  teacher  in  the  high  school,  no  less  than  the 
grammar  master,  the  primary  instructor,  and  the  kin- 
dergartner,  require  not  simply  culture,  education,  but 
pedagogical  training. 

A very  important  part  of  the  normal-school  work  is 
to  train  men  and  women  for  all  grades  of  school  teach- 
ing, especially  the  higher  grades.  Any  one  at  all 
familiar  with  the  work  of  high  schools  knows  that  much 
of  the  teaching  in  them  is  very  faulty.  Worse  teaching 
than  is  done  in  some  of  the  high  schools  and  academies 
is,  perhaps,  nowhere  to  be  found,  unless  it  be  in  some 
of  the  colleges.  Many  a college  graduate  goes  halt- 
ingly through  life,  simply  because  his  instructors  were 
ignorant,  or  negligent  of  their  work  as  teachers.  Normal- 
school  training  that  would  serve  to  improve  the  work 
done  in  many  of  the  colleges  would  be  a national  bene- 
fit. Besides  this,  the  universities  and  colleges  are 
the  centres  of  thought,  and  the  educational  ideas  and 
methods  that  obtain  in  them  will  be  dominant  over 
all  those  who  come  under  their  influence.  If  those  who 
are  to  teach  there  could  have  a special  pedagogical 
training  for  their  work,  the  influence  of  both  their  exam- 
ple and  precept  would  be  immediate  and  profound  in 
developing  a professional  spirit.  The  young  men 
aspiring  to  positions  as  teachers  in  high  schools, 
academies,  normal  and  grammar  schools,  — all  of 
whom  should  be  college  bred,  — would  be  influenced  to 
seek  a normal  training.  The  mass  of  teachers  for 
country  schools  must  come  from  secondary  schools.  If 
these  were  taught  by  professional  teachers,  we  should 
at  once  have  a class  of  men  and  women  imbued  with  a 
professional  spirit.  The  influence  of  college  and  high 


PROFESSIONAL  TRAINING  FOR  ALL  TEACHERS.  25 

school  would  thus  be  enlisted  on  the  side  of  normal 
schools,  instead  of  being  indifferent  or  hostile. 

West  Point  trains  men  not  simply  to  act  as  second 
lieutenants  or  captains  of  companies,  but  also  as 
colonels  of  regiments,  brigade,  division,  and  corps  com- 
manders, and  as  generals-in-chief  to  command  the 
armies  of  the  United  States.  Grant,  Sherman,  Sheri- 
dan, Hancock,  Meade,  McClellan,  Thomas,  were  all 
trained  in  the  military  academy,  and  the  history  of  their 
achievements  vindicates  the  policy  of  the  government. 
The  normal  school,  as  a professional  school,  should  do 
for  the  teaching  profession  what  West  Point  has  done 
for  the  profession  of  arms. 

The  theological  seminaries  do  not  spend  their 
strength  in  fitting  men  simply  to  be  pastors  of  feeble 
country  churches.  They  strive  to  give  such  a training 
as  will  fit  them  for  the  most  difficult  posts,  where  the 
severest  demands  will  be  made.  Natural  selection  and 
the  survival  of  the  fittest  do  the  rest.  The  strongest 
and  ablest  go  to  the  front,  the  weaker  fill  the  easier 
positions.  Andover,  Union,  Princeton,  and  similar 
schools  strive  to  furnish  leaders,  and  thus  to  lift  up  the 
whole  body  of  the  profession.  The  high  places  demand 
men  of  professional  training.  The  example  is  conta- 
gious, and  few  country  churches  are  now  satisfied  with 
an  untrained  pastor.  The  theological  schools  begin  at 
the  top,  and  so  reach  the  mass. 

The  normal  school,  as  at  present  organized,  is  no^ 
doing  that  work.  Practically  it  sets  itself  to  the  task 
of  training  men  and  women  — chiefly  women  — for 
primary  and  grammar  school  work,  and  teaching  in  the 
rural  districts.  By  arranging  its  course  of  study,  and 
lowering  its  standard  of  admission  to  accommodate 


26 


mr.  Morgan’s  address. 


those  who  seek  to  fit  themselves  for  teachers  in  lower- 
grade  schools,  it  practically  shuts  out  those  who  have 
had  a university  course  and  who  aspire  to  teach.  Few 
of  the  teachers  in  university  or  high  schools  have  ever 
had  a professional  preparation  for  their  work,  or  have  ever 
seriously  thought  of  having  such.  So  long  as  the  high- 
est places  in  the  profession  of  teaching  are  open  to,  and 
filled  by,  unprofessional  men,  the  profession  itself  must 
suffer  from  the  lack  in  professional  skill  of  those  who 
have  knowledge  and  culture,  but  lack  ability  to  train  and 
impart. 

The  normal  schools  in  America  are  doing  a good 
work,  and  have  helped  to  bring  about  a condition  of 
things  and  a state  of  public  sentiment  which  is  already 
calling  for  something  better.  The  establishment  of 
chairs  of  pedagogy  in  colleges  is  in  response  to  this 
sentiment.  The  point  insisted  upon  here  is  that  the 
time  has  come  for  the  establishment  here  and  there  of 
normal  schools  of  high  grade,  designed  expressly  and 
exclusively  to  give  a strictly  professional  training  to  col- 
lege graduates  and  others  possessed  of  a liberal  educa- 
tion, to  fit  them  for  the  best  work  in  teaching  in  high 
schools,  academies,  normal  schools,  colleges,  and  uni- 
versities. 

Undoubtedly,  one  function  of  the  normal  school  is  to 
train  teachers  for  the  country  schools  and  the  lower 
grades  of  city  schools ; but  what  is  here  insisted  on  is 
that  this  is  not  its  only  or  its  chief  work.  There  is  the 
same  need  of  professional  training  for  teachers  for  the 
higher  grades  as  for  the  lower.  The  conditions  of 
teaching  in  the  country  districts  are  such  that  there  is 
little  inducement  for  those  who  have  a normal  training 
to  remain  there  permanently.  If  they  aspire  to  teach 


ACADEMIC  WORK. 


27 


in  the  city,  they  at  once  come  into  rivalry  with  graduates 
of  college  and  high  school,  who,  though  without  profes- 
sional training,  have  the  advantage  of  broader  culture 
and  of  local  influence. 

In  so  far  as  normal  graduates  who  have  had  only  a 
grammar-school  training  before  entering  the  normal  are 
employed  as  head  masters  in  grammar  schools,  teachers 
in  high  schools,  professors  in  normal  schools,  to  the  ex- 
clusion of  college-bred  men  and  women,  it  may  well  be 
questioned  whether  more  harm  than  good  may  not  ulti- 
mately result.  Technical  training  cannot  take  the  place 
of  scholarship.  Breadth  is  indispensable  to  the  highest 
culture,  and  should  be  required  of  every  teacher  of  high 
grade.  The  normal  school  is  not  to  displace  the  col- 
lege and  the  high  school,  nor  to  rival  them,  but  to  sup- 
plement their  work ; not  to  substitute  technical  training 
for  scholarship,  but  to  add  to  culture  the  best  profes- 
sional training. 


ACADEMIC  WORK. 

A large  part  of  the  strength  of  normal  schools  is 
spent  in  giving  their  pupils  the  rudiments  of  the  com- 
mon-school studies.  They  do  academic  instead  of  pro- 
fessional work.  Against  this  policy  it  may  be  urged 
that  it  is  a waste  of  resources.  The  normal-school 
faculties  are  required  to  do  what  the  faculties  in  the 
high  school  should  do.  It  creates  rivalry  and  jealousy 
between  the  normal  and  high  schools.  It  degrades  the 
normal  from  a professional  to  a secondary  school,  thus 
helping  to  defeat  its  own  ends,  — the  creating  of  a profes- 
sional spirit.  It  fatally  lowers  the  standard  of  attain- 
ment that  should  be  required  of  every  teacher.  It 
overcrowds  the  course  of  study,  and,  by  attempting  to 


28 


MR.  MORGAN  S ADDRESS. 


teach  both  matter  and  method,  does  neither  with 
thoroughness.  It  attempts  the  impossible.  Students 
need  more  culture  and  discipline  than  are  now  required 
upon  entering  normal  schools,  and  the  separation  of 
matter  and  method  before  they  can  fully  grasp  the  sig- 
nificance of  methodology. 

A complete  separation  of  matter  and  method,  a thor- 
ough differentiation  of  the  normal  school  into  that  of  a 
strictly  professional  school,  would,  it  is  believed,  be 
productive  of  the  following  results  : The  normal  schools 
would  at  once  take  higher  rank  and  compel  greater  re- 
spect. The  ranks  of  college  and  high-school  teachers 
and  grammar  masters  would  be  more  largely  recruited 
from  the  normal  graduates.  The  professional  work 
would  be  better  done.  Normal-school  teachers  would 
turn  their  energies  toward  producing  pedagogical  litera- 
ture rather  than  school  books.  Normal  students  would 
go  out  with  more  clearly  defined  notions  of  what  con- 
stitutes professional  training  than  they  now  possess. 
The  antagonism  between  high  school  and  normal  school 
would  at  once  cease. 

It  is  worthy  of  note  that,  in  the  early  educational  his- 
tory of  this  country,  the  great  institutions  of  learning 
were  designed  as  theological  schools,  and  their  work 
was  miscellaneous  and  elementary.  By  a natural  pro- 
cess of  evolution  and  differentiation,  the  academy,  the 
college,  and  the  university  have  grown  out  of  the  divin- 
ity school.  The  divinity  school  proper,  now  leaving  to 
those  the  work  of  general  culture,  seeks  to  do  strictly 
professional,  post-graduate  work. 

The  normal  school  is  undergoing  something  of  the 
same  healthy  metamorphosis.  The  improvement  and 
multiplication  of  the  schools  of  all  grades,  where  those 


CONSERVATIVE  CHANGES. 


29 


who  wish  to  teach  can  receive  the  requisite  instruction 
in  the  subjects  to  be  taught,  and  the  growing  public 
sentiment,  or  rather  demand,  for  a higher  order  of  pro- 
fessional training,  unite  in  rendering  it  possible  and 
desirable  for  the  normal  school  to  do  distinctively  and 
exclusively  professional  work. 


CONSERVATIVE  CHANGES. 

Of  course  no  radical  revolutionary  change  should  be 
suddenly  introduced.  That  here  suggested  should  be 
gradual.  One  such  school  might  be  enough  to  start 
writh.  It  would  be  soon  followed  by  others. 

For  the  present,  under  the  traditions  of  the  normal 
schools,  and  with  public  sentiment  as  it  nowT  is,  they 
will  be  obliged  to  do  academic  work.  But  it  should  be 
done  under  protest,  and  with  a constant  aim  at  realizing 
the  true  ideal  of  the  normal  school  as  an  institution  of 
high  order,  graded  to  meet  the  necessities  of  persons  of 
varied  ability,  taste,  and  destiny,  admitting  only  those 
whose  scholastic  attainments  warrant  it,  and  giving  to 
them  the  broadest  and  mcJst  thorough  professional  cul- 
ture possible,  and  so  recruiting  all  grades  of  the  profes- 
sion of  teaching  with  those  who  will  give  it  dignity,  and 
do  for  the  public  the  best  kind  of  work. 

It  is  absolutely  necessary  that  those  who  teach  should 
be  well  grounded  in  the  studies  required  in  the  schools 
in  which  they  teach ; and  if  those  who  enter  the  normal 
school  are  found  deficient  in  these  studies,  it  will  be 
necessary,  for  some  time  to  come,  as  it  has  been  in  the 
past,  to  provide  some  means  for  a thorough  review. 
Where  there  is  a well-organized  practice  school,  the 
academic  work  can  be  done  there.  In  some  cases  a 


30 


mr.  Morgan’s  address. 


preparatory  department  may  be  maintained ; in  others 
the  normal  faculty  must  do  this  work.  But  so  far  as 
possible  it  should  be  separate  from  the  professional 
work;  and  should  be  distinctively  and  professedly  aca- 
demic, with  stress  laid  upon  the  fact  that  the  work  is 
extra  normal  and  temporary. 

SUMMARY. 

To  sum  up,  the  normal  school  is  a professional 
school,  and  ranks  with  the  theological  seminary,  law 
school,  medical  school,  and  military  academy.  Its  place 
is  that  of  a post-graduate  school.  Admission  should  be 
limited  to  those  who  have  completed  their  academic  or 
scholastic  work.  Its  spirit,  methods,  equipment,  and 
teaching  force  should  be  of  the  highest  order.  Its  in- 
struction should  be  confined  to  those  subjects  which 
sustain  the  most  intimate  relation  to  the  peculiar  work 
of  the  teacher.  Its  great  function  is  to  add  constantly 
to  the  number  of  those  who  dedicate  themselves  to 
teaching  as  a life  work,  and  who  seek  to  become,  by 
personal  character,  scholarship,  and  pedagogical  skill, 
able  to  do  the  best  kind  of  work  in  whatever  sphere  of 
teaching  they  enter,  whether  in  the  kindergarten,  the 
grammar,  high  school,  college,  or  professional  school. 
It  should  seek,  by  concentration  of  energy  upon  strictly 
professional  work,  to  touch  the  profession  at  every 
point,  and  vitalize  and  ennoble  it  in  every  part. 


